SAT也俗稱美國高考，一般SAT考試分為按照地域分為美國和國際兩部分，其中的考題自然也不一樣。下面就來說說北美和亞太SAT考卷哪個難，大家千萬別錯過。 ?

北美和亞太SAT考卷難度 ?

每年家長問的我最多的問題就是在哪里考試，考哪個月份的考試?家長經(jīng)常說，老師聽說北美考試比亞太簡單，聽說3月份考試比5月份簡單。對于SAT這樣一個出題嚴密，組織復雜的考試來說，個體的那些“算命式”的預測顯得不自量力。對于這個問題，我和大家講兩點： ?

*， 我們發(fā)現(xiàn)很多北美的考題會在亞太考試重復使用，比如2016，2017，2018連續(xù)三年的school day test后來被用到了5月份的亞太考試中。再比如2017年1月份的亞太完整重復了2016年6月的北美考試。如果CB認定了亞太要和北美之間試卷有差異，那就不可能出現(xiàn)整套重復的情況。 ?

第二， 我們每年有很多海外的學生在新東方學習，占我們SAT學生總?cè)藬?shù)約1/4，對于他們的?？挤謹?shù)和實際考試分數(shù)觀察，我們發(fā)現(xiàn)是一致的。在我們班上模考分數(shù)是多少，在北美的實際考試中大差不差。而我們班上的?？碱}目既有亞太也有北美，所以從整體表現(xiàn)上來說，沒有差異。 ?

那么不同考試之間考題難度是否存在差異呢?答案是肯定。我們的確發(fā)現(xiàn)，有些場次題目相對簡單一些，有些場次題目相對難一些。比如，去年8月份的北美考試大家發(fā)現(xiàn)高分特別多。這次考試題目的確稍微簡單一些，有利于大家的發(fā)揮。但是通過這一次考試就推理出之后8月份北美會簡單，這便很牽強。SAT試題的難易程度，至少目前的數(shù)據(jù)還不能得出不存在地域性差異的結(jié)論。而且，當題目難度出現(xiàn)差異的時候，官方都會用算分表來進行平衡。比如2017年12月語法錯一題都可以滿分，而2016年10月份語法錯三題就要扣去40分。 ?

很多家長在處理關(guān)于SAT相關(guān)信息的時候，很容易受到個例的影響，比如我們鄰居的孩子去了北美考，就比我家孩子在亞太考得好，北美肯定簡單。這些都在邏輯上站不住腳。所以，大家在規(guī)劃考試的時候，不用把考試地點作為一個重要的參考因素，還是主要結(jié)合學生的精力、備考的時間做出決定。 ?

北美SAT全新試題難度 ?

鑒于考生選擇考場的多種因素考慮，有少部分大陸考生赴北美考試，同時也有一些*美高學生參加本次考試。據(jù)考生反饋:閱讀部分歷史類和文學類文章難度維持在一個相對非常友好的狀態(tài)，值得我們注意的是今年出現(xiàn)了文法單項Curve偏低容錯率的趨勢(比如今年3月北美錯2題370，10月和11月都是錯1題38，錯2題36，錯3題34), 這就需要我們除了在強化考點意識和提高審題速度的同時，不斷的通過?？?、刷題和總結(jié)來高標準提升準確率。 ?

閱讀部分 ?

1、本次北美SAT考試的閱讀部分整體難度中等，文學難度相對不高，人物和情節(jié)非常好懂，主要講Emma*次離開Hong Kong來到美國上*感到的單一和害怕，以及遇到一位非常熱情友好的出租車司機Sergei帶她周游城市的美景和唐人街美食的故事。(文章選自Night of Many Dreams)。 ?

2、社科類文章出現(xiàn)在第二篇難度依然很低，主題圍繞GMO scrutiny展開，主要講人們傳統(tǒng)意義上認為GM作物都是不好的，但是通過新技術(shù)研究表明GMO對于人類健康和自然環(huán)境的影響未必負面。文章題材在SAT官方真題和PSAT真題中多次出現(xiàn)，相信對于大家的理解來說沒有任何障礙。 ?

3、第三篇科學有關(guān)對于一種神秘的blackholes的分類和精確測量，屬于非常典型的物理學題材文章，文章和段落結(jié)構(gòu)非常清晰，修辭作用和觀點題的考察也符合PSAT真題中同類話題的常規(guī)考點，可能的難點來自假設題(assumption)和需要進行推理的循證題。*一篇科學講Pleistocene Ice Age的影響，(目標與循證題的組合)循證題的特征更多是非簡單字詞對應的推理線索，如果考生對于時間把握合理應該對于這類真題中多次出現(xiàn)過的題材有一個正常的發(fā)揮。 ?

原文: ?

Fascinating Rhythm: Light Pulses Illuminate Rare Black Hole ?

The universe has so many black holes that it’s impossible to count them all. There may be 100 million of these intriguing astral objects in our galaxy alone. Nearly all black holes fall into one of two classes: big, and colossal. Astronomers know that black holes ranging from about 10 times to 100 times the mass of our sun are the remnants of dying stars, and that supermassive black holes, more than a million times the mass of the sun, inhabit the centers of most galaxies. ?

But scattered across the universe like oases in a desert are a few apparent black holes of a more mysterious type. Ranging from a hundred times to a few hundred thousand times the sun’s mass, these intermediate-mass black holes are so hard to measure that even their existence is sometimes disputed. Little is known about how they form. And some astronomers question whether they behave like other black holes. ?

Now a team of astronomers has succeeded in accurately measuring - and thus confirming the existence of - a black hole about 400 times the mass of our sun in a galaxy 12 million light years from Earth. The finding, by University of Maryland astronomy graduate student Dheeraj Pasham and two colleagues, was published online Aug. 17, 2014 in the journal Nature. ?

Co-author Richard Mushotzky, a UMD astronomy professor, says the black hole in question is a just-right-sized version of this class of astral objects. ?

“Objects in this range are the least expected of all black holes,” says Mushotzky. “Astronomers have been asking, do these objects exist or do they not exist? What are their properties? Until now we have not had the data to answer these questions.” While the intermediate-mass black hole that the team studied is not the first one measured, it is the first one so precisely measured, Mushotzky says, “establishing it as a compelling example of this class of black holes.” ?

Ablack hole is a region in space containing a mass so dense that not even light can escape its gravity. Black holes are invisible, but astronomers can find them by tracking their gravitational pull on other objects. Matter being pulled into a black hole gathers around it like storm debris circling a tornado’s center. As this cosmic stuff rubs together it produces friction and light, making black holes among the universe’s brightest objects. ?

Since the 1970s astronomers have observed a few hundred objects that they thought were intermediate-mass black holes. But they couldn’t measure their mass, so they couldn’t be certain. “For reasons that are very hard to understand, these objects have resisted standard measurement techniques,” says Mushotzky. ?

Pasham, who will receive his Ph.D. in astronomy at UMD August 22, focused on one object in Messier 82, a galaxy in the constellation Ursa Major. Messier 82 is our closest “starburst galaxy,” where young stars are forming. Beginning in 1999 a NASA satellite telescope, the Chandra X-ray Observatory, detected X-rays in Messier 82 from a bright object prosaically dubbed M82 X-1. Astronomers, including Mushotzky and co-author Tod Strohmayer of NASA’s Goddard Space Flight Center, suspected for about a decade that the object was an intermediate-mass black hole, but estimates of its mass were not definitive enough to confirm that. ?

Between 2004 and 2010 NASA’s Rossi X-Ray Timing Explorer (RXTE) satellite telescope observed M82 X-1 about 800 times, recording individual x-ray particles emitted by the object. Pasham mapped the intensity and wavelength of x-rays in each sequence, then stitched the sequences together and analyzed the result. ?

Among the material circling the suspected black hole, he spotted two repeating flares of light. The flares showed a rhythmic pattern of light pulses, one occurring 5.1 times per second and the other 3.3 times per second – or a ratio of 3:2. ?

The two light oscillations were like two dust motes stuck in the grooves of a vinyl record spinning on a turntable, says Mushotzky. If the oscillations were musical beats, they would produce a specific syncopated rhythm. Think of a Latin-inflected bossa nova, or a tune from The Beatles’ Abbey Road: ?

“Mean Mister Mustard sleeps in the park, shaves in the dark, try’na save paper.” ?

In music, this is a 3:2 beat. Astronomers can use a 3:2 oscillation of light to measure a black hole’s mass. The technique has been used on smaller black holes, but it has never before been applied to intermediate-mass black holes. ?

Pasham used the oscillations to estimate that M82 X-1 is 428 times the mass of the sun, give or take 105 solar masses. He does not propose an explanation for how this class of black holes formed. “We needed to confirm their existence observationally first,” he says. “Now the theorists can get to work.” ?

Though the Rossi telescope is no longer operational, NASA plans to launch a new X-ray telescope, the Neutron Star Interior Composition Explorer (NICER), in about two years. Pasham, who will begin a pot-doctoral research position at NASA Goddard in late August, has identified six potential intermediate-mass black holes that NICER might explore. ?

This work is based on observations made with the Rossi X-ray Timing Explorer (RXTE), managed and controlled by NASA’s Goddard Space Flight Center in Greenbelt, Md. The content of this article does not necessarily reflect the views of NASA or the Goddard Space Flight Center. ?

4、而歷史雙篇對比出現(xiàn)在第四篇，涉及的話題為廣告對于*，企業(yè)和消費者的影響，兩篇文章的觀點都非常容易辨識，特別是涉及兩篇文章的題型觀點互聯(lián)題和同異分析題選項的定性判斷難度都一般，相信本次的Founding Documents部分大家會有一個比較好的表現(xiàn)。 ?

數(shù)學部分 ?

難度分析: ?

本次考試數(shù)學部分整體很有特點，不能使用計算器的Section 3 難度不高，對于代數(shù)、幾何和函數(shù)的考察都相對容易，而對于數(shù)據(jù)分析和統(tǒng)計部分的考察相對密集且有一定難度，特別是可以使用計算器的Section 4，值得注意的是在Section 4對于學生的基本運算能力和快速審題能力要求較高，特別是非選擇題部分的*兩題，幾乎完全考察學生的閱讀理解能力和計算基本功，并無知識點的難度。筆者建議未來備考的學生，特別是國內(nèi)普高的學生，把復習重點放在統(tǒng)計學的學習和加強審題理解能力的訓練。 ?

考點分析: ?

·1、基本代數(shù)運算; ?

2、函數(shù)(特別是一元二次方程和二元一次方程組的解法，以及與圖像的結(jié)合問題)包括基本的三角函數(shù)問題; ?

3、margin of error，筆者認為這是一個普高學生可能相對陌生的考點，在OG的數(shù)學部分和歷年真題中雖有涉及但比例不高，注重對于概念的考察而非計算; ?

4、數(shù)據(jù)特征數(shù)(mean, median, mode) 與歷年真題的考法相比并無非常規(guī)之處，這類問題需要注意的是結(jié)合圖像的考點; ?

5、線性回歸類問題主要考察數(shù)據(jù)估值。 ?

寫作部分 ?

Adapted from Bryce Covert, “Teachers Shouldn’t Teach for Free.” ?2015 by The Slate. Originally published September 01, 2015. ?

1The Chester Upland School District in Pennsylvania is $22 million in the hole and can’t currently guarantee teachers that they’ll be compensated for their work. Yet teachers are going back to school on Wednesday without paychecks, after their union voted unanimously to work without pay as the year begins. It’s happened before in the same district: In 2012 it faced a similar financial shortfall, and teachers agreed to work without pay. Other educators have made the same move under similar circumstances: In 2013, for example, a small district in Michigan ran out of money to pay teachers before the end of the year, yet the teachers decided to keep going. ?

2“Some of our children, this is all they have as far as safety, their next nourishing meal, people who are concerned for them,” explained John Shelton, the dean of students for Chester Upland’s only middle school, told the Washington Post. “We are dedicated to these children.” ?

3The motivation is noble. But the decision is not beneficial for Shelton and his fellow teachers, and by extension it’s not beneficial in the long run to the children they care about. The teaching profession is already vastly underpaid and underappreciated. Shelton and his fellow district employees get good grades for best intentions. But no teacher should agree to work for free. ?

4Elementary school teachers make about $53,000 a year at the median; middle school teachers make slightly more than that, and high school teachers make slightly more than $55,000. That’s not minimum wage, but teaching is also not a low- or even medium-skill occupation. It’s one that requires significant training and education. Teachers have to have at least a bachelor’s degree; many are required to have a master’s. They have to know how to manage a crowd, tend to a variety of emotional needs, comply with state requirements and regulations, not to mention pass on critical knowledge to a group of children in their formative years. ?

5Yet when compared with workers with the same or similar credentials, teachers make a whole lot less. Those who work in public schools and belong to a union have the smallest pay gap compared with other college-educated workers, but they still earn about 13 percent less than their peers outside the profession. Private school teachers who aren’t unionized have the biggest gap, making more than 30 percent less. ?

6Teaching has gotten caught in the “women’s work” trap. It’s a field dominated by women, where they make up about three-quarters of all workers. And unlike college professors, who make closer to $69,000 at the median, K-12 teaching is more closely associated with care work. That’s because of the idea that K-12 teachers do it out of passion and devotion, not out of a sense of professional ambition or monetary gain. ?

7Care work is still seen not as work; it’s seen as something women just do. Something they would do even if they weren’t paid. This is the dynamic that the teachers of Chester Upland are playing into by deciding to work for free. The message they send about their work-and the work of all teachers-is that it is motivated by love, not money. That weakens the call to pay teachers more money, or any money at all. ?

8Underpayment, in turns, weakens the education system. After years of budget cutting during the recession and recovery, the workforce is missing a whole lot of educators. School districts have eliminated 313,300 teaching jobs since the recovery began in June of 2009. Public school enrollment has continued to increase in the same time frame, which would normally necessitate hiring even more teachers to keep up. With that growth taken into account, as of October of last year there was a 377,000-person shortfall in teaching positions. ?

9Now that states and towns are spending more on education, they’re having a hard time enticing people back to the field. Pay is a huge piece of this puzzle. Why would a smart, talented young graduate seek out a devalued, underpaid profession when she could take her skills elsewhere? ?

10 Until we raise teacher pay, it’ll be hard to raise the status of teaching, despite the fact that we put our faith in the education system to cure society of every conceivable ill, from institutional racism to income inequality and lack of economic mobility. Teachers’ pay exposes what we think teachers are really worth. There’s no way to break down that mode of thinking if teachers agree to work for nothing. ?

?

8月北美SAT考試難度對比 ?

閱讀部分 ?

難度：一般，接近5月的閱讀考試難度。 ?

文章順序： ?

文學作品-歷史文獻(對比文章)-自然科學-社會科學-自然科學 ?

*篇： ?

標題： "The Sport of the Gods" ?

作者： Paul Laurence Dunbar ?

文章大意就是說：一個小女孩鼓足勇氣在另一主角的冷嘲熱諷中唱了一首歌曲后的內(nèi)心轉(zhuǎn)變。在唱第二首歌曲的時候主角內(nèi)心也有個聲音在歌唱。 ?

第二篇： ?

兩位作者就：New YorkConstitutional Covention in 1821 的話題進行了討論：Onlyproperty-owning males should be granted suffrage。 ?

點評：這個話題在老SAT也是司空見慣的，關(guān)于選舉權(quán); ?

*篇觀點是不應該給所有人投票權(quán)，只有property-owning males才應該有投票權(quán);第二篇闡述property是眾多權(quán)利中的一種，需要被保護但不能成為決定投票權(quán)的基礎(chǔ)。 ?

當然：兩篇文章的觀點要么互補和要么對立，這也是我們非常熟練的，所以在沒有讀懂文章的情況下做題，等于摸著石頭過河，其效果肯定是大打折扣;平時，我們訓練是3分鐘讀文章;對于歷史，我建議，我們可以4到5分鐘，在沒有搞清楚主題和態(tài)度的情況下，萬不要做題。 ?

第三篇： ?

標題：Memory in Plants ?

作者：P.H. ?

*段稍微嘲諷了下查爾斯王子： ?

When BritainPrince Charles once claimed that he talked to plants-and they responded-criticschalked it up as one more reason that he should never become king. ?

文章內(nèi)容大致是： ?

植物是否具備記憶力?研究者以含羞草為例進行測試：從高處丟下來，觀察葉子是否收攏。實驗結(jié)果表明含羞草能夠通過記憶學會不收攏葉子作為防御措施。文章還描述了兩種不同的實驗，以表明不同的含羞草葉子打開的程度不一樣，另外在遇到其他威脅的時候，含羞草還是有相應反應的。 ?

第四篇： ?

標題：Why so cynical ?

作者：Detief Fetchenhauer and David Dunning ?

兩位作者DetlefFetchenhauer 和David Dunning的Why so cynical，然后做了一系列實驗，證明人與人之間的信任是如何割裂開的。 ?

第五篇： ?

標題：The deadly dynamics of landsilde ?

作者：Sigma Xi ?

詞匯題 ?

strange ?

object ?

made secure ?

claimed ?

exploited ?

preserved ?

語法和數(shù)學 ?

語法題目考點都比較常規(guī)，屬于基礎(chǔ)語法題目， ?

語篇題較少，整體難度不大。 ?

其中有一篇文章講到了nikki giovanni, ?

一位黑人詩人。其余題目基本為詞匯題，語法規(guī)則題。 ?

數(shù)學總體難度正常，學生們只要仔細審題及計算，都能夠拿到自己的預期分數(shù)。 ?

寫作部分 ?

文章選自于the wall street journal ?

文章題目：Peter Downs：can't find skilled workers? Start an apprentice program ?

文章內(nèi)容： ?

1 One key element to a competitive workforce almost entirely overlooked in the U.S. is apprenticeships. These days, American businesses typically want someone else—trade schools, community colleges, universities or even the federal government—to train their future employees. If potential future job seekers haven't been provided with the training they need, many businesses expect job seekers to take all the responsibility on themselves, often taking on serious debt without any guarantee of future employment. ?

2 Worse, in the face of greater competition, many American employers are slashing training budgets and running employment software that rejects every applicant who doesn't already have the perfect combination of training and experience to perform the job on day one. Then employers lament that job applicants don't already know how to do the jobs that they want them to do. So shortsighted is this attitude that some construction companies that don't support apprenticeship programs complain that companies that do have such programs aren't training enough new workers. ?

Yes, you read that right. ?

3 This sense of entitlement contrasts sharply with attitudes in some of the world's most competitive countries, where businesses are highly involved in preparing future workers through apprenticeships. In Switzerland, 70% of young people age 15-19 apprentice in hundreds of occupations, including baking, banking, health care, retail trade and clerical careers. In Germany, 65% of youth are in apprenticeships; in Austria 55%. All three countries have youth unemployment rates less than half of ?

America's 16%. ?

4 Last year, Greece, Italy, Latvia, Portugal, the Slovak Republic and Spain all asked Germany to help them set up similar systems. In 1997, Britain introduced a program called Modern Apprenticeships, based on the German model, and enrollment has increased every year. It now stands at 858,900. In 2012, the U.K. added apprenticeship programs for commercial pilots, lawyers, engineers and accountants that are considered the equivalent of a college education. ?

5 The U.S. is headed in the opposite direction. The number of apprenticeship programs has fallen by one-third in the last decade. With only 330,578 registered apprentices in 2013, the U.S. had less than 40% of the number in Britain, a country one-fifth as populous. ?

6 There are glimmers of hope that the U.S.— ?

or at least some savvy industries—might be starting to embrace apprenticeship. In St. Louis, technology entrepreneur Jim McKelvey convinced several large employers last year—including Enterprise, Monsanto and Rawlings —that it doesn't take a college education to become good at computer programming. What it takes is working with an experienced programmer. ?

7 These employers joined with Mr. McKelvey to set up what is essentially an apprenticeship program called LaunchCode. The program takes people with basic programming skills, pays them $15 an hour, and pairs them with experienced programmers for two years to give them the training to secure jobs as coders. ?

8 Some employers think apprenticeships could also work in other high-tech, high-growth industries. In recent years, the U.S. Office for Apprenticeships has registered new apprenticeship programs in information technology, health care, biotechnology and geospatial technology. ?

9 There is evidence that such apprenticeships can do more than just train young people for future careers: They can also improve student academic performance. In the few U.S. school districts that have offered apprenticeships, high-school juniors and seniors who have been apprentices have improved in the classroom. ?

10 In the Bayless School District in suburban St. Louis, for example, students who entered the district's Middle Apprenticeship Program with the Carpenters' Union had better attendance than before entering the program. The mean grade point average for these students was 1.7 at the end of their sophomore year, before they entered the apprenticeship program. By senior year, it was 3.13. They graduated with better attendance and better grades than did a group of similar students who weren't in the program. ?

11 To the extent that the American business community is involved in education reform, they are typically investing in faddish reforms such as banning tenure, that, even if passed, would do little to ensure the competitiveness of the nation's workforce. If this same money and effort went into pushing for a two-track education system—college or apprenticeship—it would do far more to produce students prepared to compete in the 21st-century economy. ?